The Higher Education Managerial Revolution?Alberto Amaral, V.L. Meek, I.M. Larsen Springer Science & Business Media, 31 Ê.¤. 2003 - 296 ˹éÒ Hedda, founded on 1 January 2001, is a consortium of nine European centres and institutes devoted to research on higher education (see web site: www. uv. uio. nolhedda). Theconsortium·saims are to strengthen the relationship between higher education research and practice, organise and support available academic expertise, and further knowledge on higher education in Europe in such a way that it becomes more accessible and visible at the supranational and international levels. To contribute to the consortium's objectives CIPES, one of its member institutes, and Hedda have taken a new initiative in the field of research on higher education, that is, an annual seminar focused on one specific topic of research. The topic is determined by the Hedda Board from among the most burning issues of present day higher education policies. The tirst seminar was a four-day scientific event on Governance Structures in Higher Education Institutions. The seminar was held along the banks of the Douro River, Portugal, on 13-17 October 2001. The second seminar focused on the Emergence of Managerialism in Higher Education Institutions and took place at the same location on 4-9 October 2002. The theme of the third seminar is Markets in Higher Education to be held 2-6 October 2003. Participation in the seminars is limited to select Hedda researchers and invited researchers of international standing, all of whom are active in the research theme of each particular seminar. |
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¼Å¡Òäé¹ËÒ 6 - 10 ¨Ò¡ 40
˹éÒ 6
... Australian university managers increasingly toed the government line , which in turn considerably widened the gap between managers and the managed in Australian universities . While other countries may learn from the Australian ...
... Australian university managers increasingly toed the government line , which in turn considerably widened the gap between managers and the managed in Australian universities . While other countries may learn from the Australian ...
˹éÒ 7
... Australia and Britain , or is being substantially increased , as in Austria . The nature and details of procedural autonomy wax and wane in all of the countries to the great annoyance of institutional administrators . Rather than ...
... Australia and Britain , or is being substantially increased , as in Austria . The nature and details of procedural autonomy wax and wane in all of the countries to the great annoyance of institutional administrators . Rather than ...
˹éÒ 9
... Australia , New Zealand and the United Kingdom , to implement the principles of NPM in a universal , hostile and ideologically motivated manner , rather than on a case - by - case assessment of whether the economic improvements of the ...
... Australia , New Zealand and the United Kingdom , to implement the principles of NPM in a universal , hostile and ideologically motivated manner , rather than on a case - by - case assessment of whether the economic improvements of the ...
˹éÒ 13
... Australian higher education institutions . The Australian higher education sector consists of 38 public universities , a number of specific purpose colleges ( e.g. the Australian Maritime College , National Institute of Dramatic Art and ...
... Australian higher education institutions . The Australian higher education sector consists of 38 public universities , a number of specific purpose colleges ( e.g. the Australian Maritime College , National Institute of Dramatic Art and ...
˹éÒ 14
... Australian higher education is that , while the states and territories have legislative responsibility for higher education , nearly all of the public funding comes from the federal government . Both financially and legally , the TAPE ...
... Australian higher education is that , while the states and territories have legislative responsibility for higher education , nearly all of the public funding comes from the federal government . Both financially and legally , the TAPE ...
à¹×éÍËÒ
An Interpretation of the Introduction of New Management Structures in Higher Education | 31 |
THE CASE OF UNIVERSITIES | 55 |
DEPARTMENTAL LEADERSHIP IN NORWEGIAN UNIVERSITIES IN BETWEEN TWO MODELS OF GOVERNANCE? | 71 |
The Colourful World of Management Reforms | 89 |
Transformation of Academic Management in Austrian Universities | 109 |
THE RISE OF ACADEMIC MANAGERIALISM IN PORTUGAL | 131 |
UNSTABLE HYBRIDITY AND THE COMPLICATIONS OF IMPLEMENTATION | 155 |
ENEMIES WITHIN AND WITHOUT | 179 |
THE ROLE OF THE INSTITUTION IN UNITED STATES HIGHER EDUCATION | 203 |
MANAGERIALISM WITHIN A FRAMEWORK OF COOPERATIVE GOVERNANCE? | 229 |
A CASE STUDY | 253 |
A MANAGERIAL REVOLUTION? | 275 |
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The Higher Education Managerial Revolution? Alberto Amaral,V.L. Meek,Ingvild Marheim Larsen,Waelgaard Lars ªÁºÒ§Êèǹ¢Í§Ë¹Ñ§Ê×Í - 2003 |
The Higher Education Managerial Revolution? Alberto Amaral,V.L. Meek,Waelgaard Lars ªÁºÒ§Êèǹ¢Í§Ë¹Ñ§Ê×Í - 2012 |
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